Encouragement via email can increase female students’ interest in STEM conferences.

When STEM role models defy multiple stereotypes, their achievements appear unattainable to middle-school girls, who lose interest in STEM.

Assistant instructors who were perceived as female received lower ratings from students than instructors perceived as male, regardless of their actual gender and teaching ability.

An online mentoring program in Germany supports girls’ development in STEM, with greater reach and similarly positive results when compared to traditional in-person mentoring.

Recognizing that effort is normal and necessary for success, rather than emphasizing the importance of  “natural talent”, can increase women’s sense of belonging and motivation to continue in male-dominated STEM fields.

An online training program helps women develop the resilience, confidence, and problem-solving skills to persist in their pursuit of PhDs in STEM.

A classroom with a non-stereotypical look creates more inclusive signals of who belongs—increasing high school girls’ interest in computer science without deterring boys.

When presented with evidence of how gender bias disadvantages women in STEM fields, men evaluate this research more negatively than women.

Male and female faculty revealed a 2:1 preference for hiring women across both math-intensive and non-math-intensive fields, with the single exception of male economists, who showed no gender preference.

Female students in all-female classes experience less stereotype threat and perform better in their mathematics grades than their female peers in coeducational classes, with no difference in their language grades.